Student Critiques of The Day After Tomorrow and

Student Critiques of “The Day After Tomorrow” and “An Inconvenient Truth” Kira T. Lawrence Lafayette College

Geology 115: Earth’s Climate: Past, Present and Future • An introductory lab science course that partially satisfies a science distribution requirement. (~50 students; Lecture 3 x/ week, 50 min; Lab 1/week, 2 hr 50 min, 3 sections) • Course Objectives: – Gain knowledge about and understanding of the Earth, its processes, climate and evolution through time – Learn to collect/ analyze/ synthesize/ and evaluate scientific information and apply the knowledge you have gained to new situations – Be able to effectively communicate what you have learned – Enjoy learning the material in this course

Lab#9 A Hollywood Depiction of Abrupt Climate Change – “The Day After Tomorrow”

Lab#9 A Hollywood Depiction of Abrupt Climate Change – “The Day After Tomorrow” Objective: • Allow students to use new expertise to critically evaluate the scientific validity of the climate concepts and events shown in the movie: “The Day After Tomorrow. ” Motivations: • Allow students to apply new scientific understanding to a new situation. • Help students think more critically about how science is presented in popular culture. • Improve students’ skills in communicating what they have learned. Prelude: • Several in-class lectures on abrupt climate change. Textbook reading as well as short articles.

In-Lab Assignment • Introduction - provide handout; ask them to pay specific attention to: – the following topics: 1) 2) 3) 4) – • any errors as well as valid representations of scientific concepts View movie – – • Proposed mechanism for climatic change Events that signal a change in climate Characteristics of the storm Rates of climate change students take notes on handout I serve popcorn and soda Conclusion of the movie: instructor led discussion

Take Home Assignment • Using their notes from the film as well as the inlab discussion, student write a short paper summarizing and analyzing the scientific strengths and weaknesses of the movie. • Part 1 summary of the climate concepts and events in the movie. • Part 2 assessment of the accuracy of the science presented.

Evaluation • Accuracy of Summary of Movie: – – Mechanisms (10) Storm Characteristics (5) Climate Events (10) Rates (5) Concisely summarize? • Accuracy of Explanation of Reality: – – Mechanism (10) Events (10) Storm Characteristics (10) Rates (10) Apply knowledge? • Writing: – Organization (10) – Clarity (10) – Grammar (10) Effectively Communicate?

What I’ve Found Kump, Kasting & Crane, 2004 • Most are able to solidly critique the depiction of thermohaline circulation in the movie: both the accuracy of the mechanism as well as rates of change. • Struggle with evaluating the storm and the “events” which are primarily related to weather. • Good teachable moment about the difference between climate and weather.

Some Other Candidate Movies • • Dante’s Peak Volcano The Core Jurassic Park Evolution Armageddon Deep Impact

Lab#11 “An Inconvenient Truth”

Lab#11 “An Inconvenient Truth” Final Lab of the Semester • Prelude: all previous climate related course materials. (This is a capstone lab). • Objective: • Allow students to use new expertise to critically evaluate the scientific validity of the climate concepts presented in: “An Inconvenient Truth. ” • Motivations: • Allow students to apply scientific understanding/ skills acquired in this course to a new situation. • Help students recognize that what they have learned is directly relevant to understanding a major modern day environmental problem.

In-Class Activities • Introduction: ask them to respond to the following and assess whether or not Al Gore portrays them accurately: 1. 2. 3. 4. • • • Mechanisms for climatic change/ climate concepts invoked in the movie Climate records & observations you recognize and what Al Gore says about them According to Gore, what are the current and potential impacts of climate change? According to Gore, how has the climate change issue been treated by media / government? View movie Instructor led discussion Students answer questions: 1. 2. 3. List 3 messages you have taken away from this movie. List 3 questions you have about climate change after watching this movie. Do you think climate change is a moral issue? Why or why not?

Relevant Resources • Intergovernmental Panel on Climate Change (IPCC): http: //www. ipcc. ch • Real Climate (Climate Science from Climate Scientists): http: //www. realclimate. org/ “Convenient Untruths” Amazon. com ~$12

Ice Core Records Petit et al. 1999

Range of sensitivity to 2 x CO 2 : 1. 5ºC to 4. 5ºC • Sensitivity to CO 2 non-linear; greater response for given change at colder temps 180 ppm 280 ppm 380 ppm Ruddiman, 2001

Hurricane Katrina

Louisiana http: //www. geo. arizona. edu/dgesl/r esearch/other/climate_change_and _sea_level/sea_level_rise/sea_leve l_rise. htm

Florida http: //www. geo. arizona. edu/dgesl/r esearch/other/climate_change_and _sea_level/sea_level_rise/sea_leve l_rise. htm

Sea Level Change IPCC, 2007

IPCC SPM 2007

Polar Ice Caps www. nasa. gov

IPCC 2007